Strategic Plan Level (Fill in school name): Lindley Middle School (Middle School) 2015-16 Cobb County School District Strategic Plan Long Range Board Goal 1: Vary learning experiences to increase success in college and career pathways. District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Vary learning experiences to increase success in college and career pathways. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvEd, Superintendent-S, and Division-AD) 1. Organize student performance data through CTLS for full accessible use by teachers and school leaders. (S) (AdvED) Key Actions: (List as many actions as needed in each box.) Provide training on CTLS for teachers during professional development sessions. Utilize the district technology integration specialist in our school for daily support. Measured by: (Formative and/or Summative) Student Learning Objectives Flexible Formative Touchstone Owner(s): Teacher Leaders Resources Needed: 1.CTLS Training 2. I-Response Kits and Training 3. Computer Access Of Key Actions: (Due June 15, 2016) Priority Status: NM = Not Met = In Progress M = Met 2. Organize, examine, and adjust instruction based on student progress monitoring data. (AD) Analyze assessments in content areas, connection classes and data summits monitored through use of CTLS and other technology resources. Provide professional development on the data team process and analyzation of student data for identified teachers. Student Learning Objectives Flexible Formative Touchstone Support Personnel Planning Periods
3. Develop and deliver flexible formative assessments in all core content areas for monitoring student progress and adjusting instruction to meet individual student learning needs. (S) Use the CTLS to create common assessments for all content areas. Evaluate data from each summative assessment and adjust instructional practices. Monitor the use and collaboration of weekly content and data team meetings. and Data Meetings Minutes Student Learning Objectives planning for content teams Data summits Flexible Formative Touchstone 4. Align critical professional learning by grade level/content area and ensure access for all teachers. (AD) Differentiate professional development sessions based on individual teachers needs. Teacher Keys Effectiveness.N/A
5. Increase percentage of students reading on grade level. (S) (Based on CCRPI 2014 Reading Scores) Analyze data from Scholastic Reading Inventory (SRI) adjust instruction based on Lexile levels. Differentiate students learning experiences based on data from balanced assessment. Scholastic Reading Inventory District Adopted Resources Create a Language Arts Connection Class. Flexible Formative Touchstone 6. Increase percentage of student performance in math/algebra at every grade level. (S) (Based on CCRPI ES-MS Math & HS Algebra Scores) Provide 7 th and 8 th Grade Sheltered ESOL Math Classes. Provide Two Math Connection Classes. Provide tutoring and Saturday School all students not mastering standards on summative assessments. Implement student Interactive Notebook usage within all math classes. Scholastic Math Inventory Flexible Formative Touchstone Math Student Grades 7. Increase number of students academically completing every grade.(s) Increase instruction through EOG prep time. Utilize RTI process and monitor students academic performance. ACCESS RTI Data Student Grades Counselors RTI Data Gradebook
8. Other: (Priorities specific to school, division, or area. Can be multiple.) Implement Technology Integration Initiative. Implement Arts Integration Initiative. Develop Project Based Learning Performance Tasks. Meeting Minutes Lesson plans Walkthroughs and Formative Evaluations ipads imacs laptops Nooks Computer labs Long Range Board Goal 2: Differentiate resources for students based on needs. District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Differentiate resources for students based on needs. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvED, Superintendent-S, and Division-AD) Identify local school innovations through system flexibility to increase student achievement. (IE 2 ) Key Actions: (List as many actions as needed in each box.) Use Technology to differentiate, extend and reinforce the content and allow student exploration. Measured by: (Formative and/or Summative) Meeting Minutes Lesson plans Owner(s): Resources Needed: ipads, imac Computers Of Key Actions: (Due June 15, 2016) Priority Status: NM = Not Met = In Progress M = Met Integrate Visual and Performing Arts in the content area assignments and assessments. Walkthroughs and Formative Evaluations Team ipad Charging Carts Use Project Based Learning in content areas to develop rigorous, engaging studentcentered assignments. Technology software
Divisionally support local school innovations identified through system flexibility for increasing student achievement. (IE 2 ) Provide targeted resources for students: 1. not reading on grade level (Lexile) 2. unsuccessful in Math/Algebra (Based on 2014 CCRPI Math/Algebra scores) 3. not on-track for graduation (S) N/A N/A N/A N/A N/A Provide Remedial Math and ELA Connection Classes. Utilize the RTI interventions and strategies to make modifications. Provide supplemental technology resources for tutorial and remedial support. Scholastic Reading Inventory Scholastic Math Inventory Data from CTLS Counselors Supplemen tal technology resources Review students academic progress during Conference Week; review special education students progress reports and review nine week progress reports. Meeting Minutes Lesson plans Walkthroughs and Formative Evaluations Special Education Progress Reports Identify and provide resources to increase opportunities for advanced, onlevel, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD) ACCESS N/A N/A N/A N/A N/A
Other: (Priorities specific to school, division, or area. Can be multiple.) Implement Technology, Art Project Based Learning Initiatives. Meeting Minutes Lesson plans Support from district leadership Walkthroughs and Formative Evaluations
Long Range Board Goal 3: Develop stakeholder involvement to promote student success. District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Develop stakeholder involvement to promote student success. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvEd, Superintendent-S, and Division-AD) Seek and evaluate stakeholder input for critical processes. (AdvED) Key Actions: (List as many actions as needed in each box.) Analyze data results from Parent Survey. Analyze data results from Climate Surveys. Measured by: (Formative and/or Summative) 2014 SACS/ Advanced-ED Survey Owner(s): School Counselors Resources Needed: N/A of Key Actions: (Due June 15, 2016) Priority Status: NM = Not Met = In Progress M = Met Other: (Priorities specific to school, division, or area. Can be multiple.) Meet with PTSA and School Council. Comments and Reviews from Members Parent Liaison NA
Long Range Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence. District Focus Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Recruit, hire Support and retain employees for highest levels of excellence. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvED, Superintendent-S, and Division-AD) Seek and hire teachers who meet the qualifications for a highly effective teacher. (IE 2 ) Seek and hire school administrators who meet the qualifications for a highly effective school leader and who are best suited for the school s environment. (IE 2 ) Support local school teachers and leaders to improve retention rate. (IE 2 ) (S) Ensure that teachers are highly trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring. (AD) Key Actions: (List as many actions as needed in each box.) Utilize a Multi-level Interview Process: Interview 1:Applicants interviewed by teacher leaders and Interview 2: Applicants interviewed by and demonstrate teaching practices through a mine lesson. Develop a Professional Development Calendar that support school initiatives, specific student groups and teacher needs. Measured by: (Formative and/or Summative) TKES based rubric Owner(s): Teacher Leaders Resource s Needed: STAR Data Base of Key Actions: (Due June 15, 2016) N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Provide Peer Mentors, Use Data Team Process, Provide Planning. Teacher Performance from TKES CCSD and GaDOE Teacher Leaders District Support through Expert Leaders Priority Status: NM = Not Met = In Progress M = Met Fully implement and evaluate state system of teacher and leaders evaluation (TKES and LKES). N/A N/A N/A N/A N/A
Use results of TKES and LKES to improve professional performance (IE 2 ) Other: (Specific to school, division, or area. Can be more than one.) Focus on identified standards in need of improvement for individual teachers. Identify teacher leaders based on positive results from TKES evaluations. TKES Data Teacher Performa nce from TKES District Support Key Trend Data (Middle) Indicator 2012 2013 2014 2015 2014 District Mean Elem. Middle High 4-Year Graduation Rate (Data Source: CCRPI) 5-Year Graduation Rate (D.S: CCRPI) Lexile Levels 5 th grade (D.S.: CCRPI) Lexile Levels 8 th grade (D.S.: CCRPI) Lexile Levels 11 th grade (D.S: CCRPI) On-Track for Graduation N/A N/A N/A N/A N/A N/A 78.2% N/A N/A N/A N/A N/A N/A 78.8% N/A N/A N/A N/A 75.0% N/A N/A 67.8% 65.3% 74.9% N/A N/A 85.8% N/A N/A N/A N/A N/A N/A N/A 56.4% N/A N/A 74.8% 58.7% 90.0% 88.0% 78.0%
Career Ready Advanced s Stakeholder Satisfaction (Annual AdvancED Survey) 71.7% 100% 90.7% 99.3% 93.6% 99.2% 55.0% 38.8% 41.9% 38.8% 31.0% 15.0% 40.0% 50.0% N/A 80.7% 65.6% 61.0% 89% 76.0% 73.0% CCRPI Score 69.1 76.6 68.6 N/A 75.7 80.0 77.7 Iowa Reading Grade 3 Iowa Reading Grade 7 N/A N/A N/A N/A 57.5% N/A N/A 35% 32.0% 26.9% 20.8% N/A 47.9% N/A Middle School Level Calculation Guide Indicator Description Numerator Denominator Details and Data Sources Lexile Levels Middle Schools Percent of students in grade 6, 7, 8 achieving a Lexile measure greater than or equal to the following on the EOG: grade 6: 917, grade 7: 984, grade 8: 1050 Students scoring a Lexile measure 917 (6th) 984 (7th) 1050 (8th) Students with a valid Lexile score on the EOG Data for this element is extracted from the EOG data file and include students with valid scores. On-Track for Graduation Percent of students in grade 8 passing at least four courses in core content areas (ELA, Math, Science, Social Studies, and World Language) Unduplicated count of grade 8 students passing courses in four core content areas (ELA, Math, Science, Social Studies, and World Language) Total enrollment in grade 8 Data extracted from Synergy Gradebook Career Ready Percent of students with a complete statedefined Individual Graduation Plan by the end of grade 8 Unduplicated count of students in grade 8 with a complete IGP Total enrollment in grade 8 Will be collected via Student Records Advanced s Percent of students enrolled in Middle School AC classes Unduplicated count of students in grades 6-8 enrolled in Middle School AC classes Total Enrollment of grades 6-8 Course information in Synergy Stakeholder Aggregate of all positive responses to all items Number of positive ("Strongly Total number of responses School Improvement Survey
Satisfaction included on the AdvancEd surveys (parents, students, staff) Agree" and "Agree") responses on the AdvancEd surveys excluding "No Answer" or "No Basis to Judge" Report, Page 2 - Provided by the Office of Accountability Iowa Reading Grade 7 Percentage of students in grade 7, scoring ongrade level in reading Number of 7 th grade students scoring on-grading in reading Number of 7 th grade students with a valid test score in reading Riverside Data Manager CCRPI State accountability system whereby Georgia schools earn up to 100 points, based on required performance measurements NA NA Georgia DOE